Problem

Taunton High School, which includes the district’s eighth grade students, has utilized block scheduling since 1996. But four years ago, faced with the reality of declining accountability ratings and accreditation challenges, school leaders began to evaluate whether the schedule was helping or hurting student performance. They needed data and stakeholder engagement to make the case for change.

Strategy

During the initial year of partnership, the district leveraged Abl’s tools to simulate scheduling scenarios and evaluate tradeoffs, enabling stakeholders to visualize the potential outcomes and understand the impact of different options. This process was instrumental in gaining support for the desired changes and effectively managing expectations. Since then, Taunton has continued to harness Abl’s tools to iteratively enhance student outcomes through comprehensive data analysis, targeted intervention to rectify disparities, and the implementation of strategies aimed at fostering academic rigor and equitable opportunities.

Results

By utilizing Abl’s tools and analytics, the district was able to design schedules that better met student needs, provided more opportunities for rigorous courses, and reduced disparities. The ongoing collaboration allowed for continuous improvement and a student-centered approach, ultimately enhancing the overall educational experience and setting the stage for future success.